ERIC ED430281: The Social Promotion Epidemic.

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ED 430 281

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James, Rhonda; Powell, Deidre
The Social Promotion Epidemic.

1997-12-00

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Reports - Research (143) -- Tests/Questionnaires (160)

MF01/PC01 Plus Postage.

* Academic Failure; Educational Change; Elementary Secondary
Education; Flexible Progression; *Grade Repetition;
Questionnaires; School Effectiveness; Student Placement;
*Student Promotion; *Teacher Attitudes
*Social Promotion; Texas

ABSTRACT

This paper responds to President Clinton's call for an end
to social promotion. The article reports on a study that examined the effects
of social promotion on students, looked at alternatives to social promotion,
and investigated how teachers in a representative public school district
perceive social promotion. Data were gathered from 46 questionnaires filled
out by employees of a junior high school in southeast Texas . Most
participants reported that they believed that social promotion was practiced
in their school district. A majority of the participants did not believe that
social promotion either benefited the student or improved self-esteem, and
most of them did not endorse the practice of social promotion. Results
suggest that social promotion does cause further academic deterioration,
confirming earlier studies that showed that students who repeat one or more
grades are more likely to drop out of school. Teachers, however, are
pressured to pass students so as to alleviate the grade-age problem caused by
retention. It is argued that merely abolishing social promotion will not
solve the problem. Special programs must be provided for failing students,
which means that the educational system as a whole must change its belief
system that all children learn at the same rate. (Contains 15 references, 2
tables, and the questionnaire.) (RJM)

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* from the original document .

The Social Promotion Epidemic 1

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Running head: The Social Promotion Epidemic

The Social Promotion Epidemic
Rhonda James
Deidre Powell
Lamar University

of Educational Research and Improvement

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The Social Promotion Epidemic 2

Abstract

This research is in response to the Clinton memorandum concerning social
promotion. It also pertains to the basic civil right to a quality public education that
will prepare a student for life after high school graduation. The main questions that
were addressed in this research are: 1) What is the effect of social promotion on the
student? ; 2)Are there alternatives to social promotion?; 3) How do teachers in a
representative public school district perceive social promotion? The first two
questions were analyzed through qualitative analysis of previous research and
literature. The third question was investigated by the use of a questionnaire which
was distributed to a Southeast Texas Junior High School. Analysis shows that
social promotion does not deteriorate nor enhance a student’s self-esteem. The
findings concerning whether or not social promotion causes further academic
deterioration is that in many cases it does. Further research needs to be done to
discern which alternatives are effective in the educational environment. Participants
in this questionnaire did believe that social promotion was occurring, they do not
agree with it, they feel that it causes further academic deterioration, and that it does
not improve a student’s self-esteem.

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The Social Promotion Epidemic 3

The Social Promotion Epidemic
Introduction

Social promotion has not always been a problem among American schools.

In the mid 1 800's grade level schools originated. The practice at the time was that
the student would stay at a grade level until that level was mastered. In the 1930's
schools began to consider the factors of age and maturity in relation to grade levels.
By the 1980's the social promotion philosophy began to blossom. The theory is to
pass a student based on age, without mastery of academics. By the 1990's the
nationwide educational practice of social promotion has reached epidemic
proportions.

“The basic theory behind social promotion is simple. It is claimed that if a
student is held back more than once they will almost certainly drop out of school
and join the dead-beats who roam the streets and fill the jails.” (Anonymous, 1996)
The problem with social promotion is how to deal with high school graduates who
cannot read, do basic mathematics, or even fill out an application. When an adult is
functionally illiterate and cannot perform the basic skills necessary to get a job, then
our education system has failed that individual.

This research is in response to the Clinton memorandum concerning social
promotion. It is also pertaining to the basic civil right to a quality public education

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The Social Promotion Epidemic 4

that will prepare a student for life after high school graduation. The main questions
that are being addressed in this research are: 1) What is the effect of social
promotion on the student?; 2) Are there alternatives to social promotion?; 3) How do
teachers in a representative public school district perceive social promotion?

Kev Terms

Social promotion is defined as students who are passed from grade to grade often
regardless of whether they have mastered required material and are academically
prepared to do the work at the next level. (Clinton, 1998)

Retention is defined as retaining a student in the same grade for a second year.
Efficiency principle is defined as using the least amount of energy to produce the
desired effect.

IEP is defined as an Individualized Education Plan that states the students present
educational level along with goals and objectives for the student.

Enrichment class is defined as any elective class that does not pertain to core
subject matter.

Core subject matter is defined as Math, Reading, Science, English, and Social
Studies.

Review of the Literature

Social promotion has reached epidemic proportions in the United States. The

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The Social Promotion Epidemic 5

Economist, a London newspaper, reported that a survey of Texas teachers stated
that at least 150,000 students, about 4% of the total number in the state’s schools,
were socially promoted without meeting basic academic requirements. Other states
are also trying to address this serious predicament. In September 1 998, California
passed legislation curtailing social promotion. (Johnston, 1998)

President Bill Clinton addressed the problem of social promotion when he

stated,

That is why I have repeatedly challenged States and school districts to end
social promotions - to require students to meet rigorous academic standards at key
transition points in their schooling career, and to end the practice of promoting
students without regard to how much they have learned. As every parent knows,
students must earn their promotion through effort and achievement, not simply by
accumulating time in school. (Clinton, 1998)

Social promotion is causing academic deterioration, and denying many
students a quality education. The right to a quality public education was best
expressed by Bob Chase when he stated, “What do any of these rights mean to an
American child or young adult who has been denied a decent education, who is
functionally illiterate, who lacks even the most basic math skills?” (Chase, 1997)
Schools that pass students who cannot read flunk a basic moral test, and further

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The Social Promotion Epidemic 6

deteriorate the education system.

The question: What is the effect of social promotion on a student? has
been divided into two sub-questions. The first is: How does social promotion affect
a student’s self-esteem? According to Patricia King the rationale behind social
promotion is to avoid injury to the student’s sense of self worth and to assume that if
promoted, the child can catch up. Repeating a grade is often associated with
contributing to a poor self-concept. (Butler, 1990) Joan Butler and Herbert
Handley’s research indicated that self concepts of children who are not diminished
by their repeating a grade. This finding supports the position that children retained
in early grades do not suffer personal demoralization in the process.

The second sub-question is: Does social promotion cause further academic
deterioration? Though well intended social promotion has been an academic
disaster. Many students apply the efficiency principle and determine they have no
good reason to complete class assignments, because they will be promoted to high
school even if they fail classes. Due to this belief many pupils do not try to improve
in the academic areas that they are already behind in. Hall and Wallace reviewed
numerous studies and found that students who were retained achieved better grades
in high school than those students who were promoted. (Butler, 1990)

The next main question analyzed was: Are there alternatives to social

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The Social Promotion Epidemic 7
promotion, and if so what are they? Yes, there are alternatives, but first one must

realize that there are many factors to consider when students are involved. Children
learn at different rates and much of this depends on their home life. A child whose
parents did not read to him or her, because they cannot read themselves, will come
to school much less prepared than the child who was read to every night. Children
who come from stressful home situations or who are tired and hungry also will not
learn as fast as a child who is happy and healthy. Students’ who move frequently or
who are kept out of school for numerous reasons may be more at risk than a student
who continues to live in the same school district. (Thomas, 1992)

Many studies have been done to find an answer to the social promotion
epidemic. Social promotion does not work, but what does? Governor George
W. Bush and President Bill Clinton have gone on record against it, but even they
have not been able to create a fool proof alternative that is guaranteed to work. This
nation is aware of the problem, but the answer to social promotion continues to
escape us. Many alternatives have been suggested, from retention to combining
vocational with regular lessons. Before long social promotion may become a catch
phrase of the past.

One such alternative is transition classes for pupils who have failed in core
subject areas. This method is currently being used in a middle school in Colorado.

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The Social Promotion Epidemic 8

The concept is that the transition classes are scheduled not to interfere with regular
core subject classes. The transition students stay in step with their peers and
proceed on schedule to the next grade level. This strategy avoids some of the
harmful effects of both social promotion and retention. The transition classes are
scheduled at the same time as enrichment classes. This causes the efficiency
principle to work in our favor because the shortest route to returning to the
enrichment classes is for students to achieve proficiency in the core subject matter
as quickly as possible. The material in the transition class is bundled into
independent study units that the students progress through at their own pace. (King
and Allen, 1995)

Greensville County, Virginia, initiated a program that completely eliminated
social promotion. Greensville attempted to combine the best features of the
traditional school system with a program that promoted by achievement. Students
who have to be retained are placed with other over age students rather than with
students who are taking that grade for the first time. These different classes are
assigned to the schools on the basis of age. An example would be younger fifth
grade students are assigned to one school and older fifth grade students are assigned
to a fifth grade class on a different campus.

At the end of each academic session those students who have mastered the

The Social Promotion Epidemic 9
required academics are placed in the next higher grade level and those students who

have not are assigned to the same grade. Greensville also designed an alternative
program to provide basic academic skills and job training for those students who
lack the interest or ability to follow a strict academic program.

The purpose of this program is to give students job entry skills. Besides
learning job skills, the student receives instruction in developmental reading,
speaking, writing, consumer math, mathematical measurements, and physical
education. Students understand that this program may not lead to a diploma, but
they are granted a certificate stating what job-related skills they possess.
(Cunningham, 1976)

Retention has been used widely in the United States for many years.

Retention has been proven effective when used with students in second grade or
below. The younger students do not understand the concepts of flunking or failure
so their self esteem is not harmed. In cases where retention has been successful
there was some academic progress, good social skills, and maturity increase.

Success is more likely to occur with supportive parents who work with their child at
home. Parental support is crucial for social and academic gain when a child is
retained.

Even though most researchers and educators reject the value of retention they

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The Social Promotion Epidemic 10

continue to believe social promotion is not the answer. Let’s look at some other
alternatives.

’"Summer school and after school programs to promote the student on time

“"Smaller class size

♦Evaluation for learning disabilities

♦Identify at-risk students early on, and provide immediate help especially
with reading and math

♦Give remedial instruction on skills the student has not mastered

♦One-on-one tutoring or computer instruction

♦Placed in small multi-age groups with similar skill levels

♦Incorporate hands-on individualized learning

♦Form EEP similar to special education model

Method

Participants

Seventy-three employees of a Southeast Texas Junior High School
participated in the questionnaire. The participants were classified as teachers,
administration, support staff, and para-professionals. The participants were not
paid, and anonymity was maintained.

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The Social Promotion Epidemic 1 1

Materials

The materials used in conducting the survey were a questionnaire (Figure 1),
pencil, paper, and a computer with a word processor. The questionnaire was
developed using the Likert scale. Other materials used in this project were books,
periodicals, journal articles, and memorandums.

Design and Procedure

The research design used is an evaluative-descriptive conglomeration.
Qualitative analysis of the Clinton memorandum and previous educational research
ascertained the effects of social promotion on the student’s self-esteem and
academic performance, as well as alternatives to the social promotion epidemic.

The questionnaire was developed using the Likert scale to determine attitudes
within the district toward social promotion. The questionnaire was delivered to
seventy-three participants through their individual school mailbox. The participants
were given one school day to return the completed form to one of the researcher’s
boxes.

Data Collection

Seventy-three questionnaires were handed out to participants. Forty-six
questionnaires were returned. Question one and question two have forty-eight
answers, instead of forty-six, due to the fact that two of the participants circled two

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The Social Promotion Epidemic 12

answers on these questions. Instead of throwing out these two questionnaires all
answers were recorded in Table 1 .

Results

Analysis shows that social promotion does not deteriorate nor enhance a
student’s self-esteem. Therefore the theory of socially promoting a student so that
their self concept is not damaged is inaccurate.

The findings concerning whether or not social promotion causes further
academic deterioration is that in many cases it does. “The ultimate consequence of
social promotion is that the student continues to fall further and further behind. This
leaves the student without the skills needed for college and employment.” (Clinton,
1998 )

Concerning alternatives to social promotion research indicates that ending
social promotion by simply retaining students in the same grade is the wrong choice.
Students who repeat one or more grades are more likely to drop out of school.
Individual districts across the United States are looking into several alternatives to
social promotion. Many of these alternatives are being tried in schools across the
nation at the present time. Further research needs to be done to discern which
alternatives are effective in the educational environment.

The results of the questionnaire are shown in Table 1, and an analysis of who

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The Social Promotion Epidemic 13
participated is shown in Table 2. Question one stated, “Do you believe this district

practices social promotion?” The results indicated that the majority of participants,
thirty-seven, agreed or strongly agreed. Question two asked, “Do you believe that
social promotion benefits the student?” Thirty-seven of the participants disagreed
with this question. Question three stated, “Do you believe that social promotion
improved students self-esteem?” Thirty of the participants disagreed that it
improved self-esteem. Question four stated, “Do you believe that social promotion
causes further academic deterioration?” Thirty-two of the participants agreed with
this question. Question five stated, “Do you agree with the practice of social
promotion?” Thirty-five of the participants disagreed with this question. In
summary, staff in this district did believe that social promotion was occurring, they
do not agree with it, they feel that it cases further academic deterioration, and that it
does not improve a student’s self-esteem.

Conclusion

“One of the fears about social promotion is that deficient students will be
passed on endlessly as if no one had noticed their problem.” (Center for Policy
Research in Education, 1990) Merely abolishing social promotion will not solve the
problem. Unless special programs are provided failing students will simply be
recycled. This produces adults who read on an elementary level, while retention

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The Social Promotion Epidemic 14

creates seventeen-year-old junior high school students.

It seems that the only way for our students to be successful is for the
education system as a whole to change its entire belief system that all children learn
at the same rate and will learn certain skills by a certain age. Even though teachers
do not agree with the practice of social promotion, it is a double-edged sword. On
one hand the pressure is to pass the pupil to alleviate the grade-age problem caused
by retention. On the other hand social promotion produces functionally illiterate
adults who cannot be successful in their adult life.

The time has come where American educators can no longer afford to ignore
the social promotion epidemic sweeping the nation. By ending social promotion we
are sending the message that even though schools are responsible for providing
every child with a quality public education, the parents and the students are equally
as responsible.

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The Social Promotion Epidemic 1 5

References

Anonymous. (1996). School standards: Effortless rise. The Economist. 338.
33.

Butler, Joan M., & Handley, Herbert M. (1990). Effects of Retention on
Achievement and Self-Concept of Kindergarten and First Grade Students (ERIC
No. ED327287). Mississippi: ERIC.

Center for Policy Research in Education. (1990). Repeating Grades in
School: Current Practice and Research Evidence (ERIC No. ED323585). New
Jersey: ERIC.

Chase, Bob. (1997). Restoring the impulse to dream: The right to a quality
public education. Vital Speeches of the Dav. 64. 20-22.

Clinton, William J. (1998). Memorandum on helping schools end social
promotions. Weekly Compilations of Presidential Documents. 34. 310-312.

Cooke, Gary, & Stammer, John. (1985). Grade Retention and Social
Promotion Practices. Childhood Education. 61. 302-08

Cunningham, William G., & Owens, Ray C. (1976). Social Promotion:
Problem or Solution? NASSP Bulletin. 60. 25-9.

Johnston, Robert C. (1998). Calif, targets K-12 ‘social promotion’. Educa tion
Week. 18. 1.33.

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The Social Promotion Epidemic 16

King, Dan, & Allen, Diana. (1995). The Principle of Least Effort. Executive

King, Patricia. (1998). Politics of promotion. Newsweek. 13 L 27.

Lehr, Fran. (1982). Grade repetition vs. social promotion. The Reading
Teacher. 36. 234-237.

Lindelow, John. (1985). The Grade Retention/Social Promotion Debate.
Research Roundup. 2.

Thomas, Anne Hill. (1992). Alternatives to Retention: If Flunking Doesn’t
Work, What Does? OSSC Bulletin. 35. 1-41

Walters, Jonathan. (1998). The taming of Texas. Governing. 11. 18-22.
Wircenski, Jerry L., & Sarkees, Michelle D. (1990). Alternatives to Social
Promotion Program at Grades 7 & 8. Final Report (ERIC No. ED337680). Denton,
TX: ERIC.

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The Social Promotion Epidemic 17

Figure 1:

QUESTIONNAIRE
ON SOCIAL PROMOTION

Please complete this questionnaire and return to D. Powell or R. James before 8th
period today. This questionnaire is being done as part of a research project at
Lamar University. Thank you in advance for your participation.

For purposes of this questionnaire social promotion is defined as the passing of a
student from grade level to grade level without mastering required material;

Key:

1-Strongly Agree 2-Agree 3-Neutral 4-Disagree 5-Strongly Disagree

Please circle the answer which best expresses your belief or feeling on the following
questions.

1 . Do you believe that this district practices social promotion?

1 2 3 4 5

2 . Do you believe that social promotion benefits the student?

1 2 3 4 5

3 . Do you believe that social promotion improves students self-esteem?

1 2 3 4 5

4 . Do you believe that social promotion causes further academic deterioration?

1 2 3 4 5

5 . Do you agree with the practice of social promotion?

1 2 3 4 5

Please circle the category which best describes your current career:

Teacher Administrator Support Staff Para-professional

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The Social Promotion Epidemic 18

Table 1: Results of Teacher Questionnaire

Strongly

Agree

Neutral

Disagree

Strongly

Agree

Disagree

Question 1

17

20

6

2

0

Question 2

0

3

8

16

21

Question 3

0

5

11

16

14

Question 4

19

13

5

2

7

Question 5

1

6

4

15

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The Social Promotion Epidemic 19

Table 2: Job Category (taken from questionnaire)

Teacher §| Administrator

Support Staff H Para-Professional

Unidentified

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